Building computational fluency, grade 3

Home Connection A, Activity: Addition Facts Challenge 111Home Connection A, Worksheet: Addition & Subtraction Fact Families 117Home Connection B, Worksheet: Subtraction Facts 119Home Con

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BOBCF3

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Building Computational Fluency, Grade 3

A Math Learning Center Publication

by Pia Hansen Powell and Barbara Blanke

illustrated by Tyson Smith

Other Bridges Breakout Units

Building Computational Fluency, Grades 5 & 6

Bridge Design & Construction: Data Collection & Analysis

Bugs Across the Curriculum

Crossing the Pond: A Probability Game

Exploring Money: Adding, Counting, Sorting and Patterning

Exploring Time: Hours, Minutes and Paper Clocks

Frogs Across the Curriculum

Geometry: Pattern Blocks, Polydrons and Paper Quilts (Grade 1)

Geometry: Shapes, Symmetry, Area and Number (Grade 2)

Math Buckets: Sorting and Patterning

Math with a Sock: Probability and Fractions

My Little Farm: Money, Place Value and Mapping

Penguins: Measuring, Sorting, Computation and More

Sea Creatures Across the Curriculum

The Math Learning Center, PO Box 12929, Salem, Oregon 97309 Tel 1 800 575–8130

Prepared for publication on Macintosh Desktop Publishing system

Printed in the United States of America

ISBN 9781602622067

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Introduction

Building Computational Fluency, Grade 3 Overview 1

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Section 2 Fact Fluency

Follow copy instructions on blacklines to run as needed

Fact Fluency: Addition, Subtraction & Multiplication 63

Fact Fluency, Addition: Instructions for Solving Addition Facts Booklet 77

Fact Fluency, Subtraction: Instructions for Solving Subtraction Facts Booklet 91Scout Them Out 1, Addition & Subtraction 93Scout Them Out 2, Addition & Subtraction 94Scout Them Out 3, Addition & Subtraction 95Scout Them Out 4, Addition & Subtraction 96Scout Them Out 5, Addition & Subtraction 97Scout Them Out 6, Addition & Subtraction 98Scout Them Out 7, Addition & Subtraction 99Scout Them Out 8, Addition & Subtraction 100Scout Them Out 9, Addition & Subtraction 101Scout Them Out 10, Addition & Subtraction 102

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Home Connection A, Activity: Addition Facts Challenge 111

Home Connection A, Worksheet: Addition & Subtraction Fact Families 117Home Connection B, Worksheet: Subtraction Facts 119Home Connection C, Activity: Up to Ten 120

Home Connection C, Worksheet: Up to Ten 127Solving Multiplication Facts Booklet 129Home Connection D, Activity: Solving Multiplication Facts Booklet 143Home Connection E, Worksheet: Multiplying by 2, 3, 4 & 8 145Scout Them Out 2 & 5, Multiplication & Division 147Scout Them Out 5 & 10, Multiplication & Division 148Scout Them Out 2 & 4, Multiplication & Division 149Scout Them Out 4 & 8, Multiplication & Division 150Scout Them Out 5 & 6, Multiplication & Division 151Scout Them Out 2 & 3, Multiplication & Division 152Scout Them Out 10 & 9, Multiplication & Division 153Scout Them Out 8 & Square Number Facts, Multiplication & Division 154Practice 0’s, 1’s, 2’s and 3’s Multiplication & Division 155Practice 2’s, 3’s, 5’s and 6’s Multiplication & Division 156Practice 4’s, 5’s, 6’s and 8’s Multiplication& Division 157Practice 4’s, 8’s, 9’s and 10’s Multiplication & Division 158Home Connection F, Activity: Multiplication Draw 159Multiplication Draw Cards, page 1 of 3 161Multiplication Draw Cards, page 2 of 3 162Multiplication Draw Cards, page 3 of 3 163Home Connection G, Worksheet: Multiplying by 5, 6, 9 & 10 165Home Connection H, Worksheet: Quick Facts Multiplication 167

Section 3: Support Activites

Follow copy instructions on blacklines to run as needed

Support Activities Grouped by Skill

S 1.1 Support Activity 1, Doubles Spin, Instructional Considerations

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S 1.2 Support Activity 1, Doubles Spin, Instructions

S 1.3 Doubles Spin & Make Half Game Board: page 1

S 1.4 Doubles Spin & Make Half Game Board: page 2

S 1.5 Doubles & Halves Spinner

S 1.6 Ten-Strips

S 1.7 The Ten-Strips Model

S 1.8 Addition Strategies

S 2.1 Support Activity 2, Spinning Around Addition, Instructional Considerations

S 2.2 Support Activity 2, Spinning Around Addition, Instructions

S 2.3 Support Activity 2, Spinning Around Addition, Instructions (cont.)

S 2.4 Spinning Around Addition Record Sheet

S 2.5 Spinning Around Addition Spinner

S 3.1 Support Activity 3, Triple Spin & Add, Instructional Considerations

S 3.2 Support Activity 3, Triple Spin & Add, Instructions

S 3.3 Support Activity 3, Triple Spin & Add, Instructions (cont.)

S 3.4 Triple Spin & Add Record Sheet

S 3.5 Triple Spin & Add Spinner

S 4.1 Support Activity 4, Sorting Addition Facts, Instructional Considerations

S 4.2 Support Activity 4, Sorting Addition Facts, Instructions

S 4.3 Addition Strategy Labels

S 4.4 Ten-Strip Fact Cards: page 1 of 5

S 5.1 Support Activity 5, Make Half, Instructional Considerations

S 5.2 Support Activity 5, Make Half, Instructions

S 6.1 Support Activity 6, Spinning Around Subtraction, Instructional Considerations

S 6.2 Support Activity 6, Spinning Around Subtraction, Instructional Considerations (cont.)

S 6.3 Support Activity 6, Spinning Around Subtraction, Instructions

S 6.4 Support Activity 6, Spinning Around Subtraction, Instructions (cont.)

S 6.5 Spinning Around Subtraction Spinner

S 6.6 Spinning Around Subtraction Record Sheet

S 7.1 Support Activity 7, Make 100, Instructional Considerations

S 7.2 Support Activity 7, Make 100, Instructions

S 7.3 Support Activity 7, Make 100, Instructions (cont.)

S 7.4 Make 100 Record Sheet

S 7.5 Make 100 Cards: page 1 of 3

S 8.1 Support Activity 8, Race to 100 & Back, Instructional Considerations

S 8.2 Support Activity 8, Race to 100 & Back, Instructional Considerations (cont.)

S 8.3 Support Activity 8, Race to 100 & Back, Instructions

S 8.4 Support Activity 8, Race to 100 & Back, Instructions (cont.)

S 8.5 Race to 100 & Back Spinner

S 8.6 Base Ten Pieces: page 1 of 2

S 8.7 Base Ten Pieces: page 2 of 2

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S 9.1 Support Activity 9, Three Turns to Win, Instructional Considerations

S 9.2 Support Activity 9, Three Turns to Win, Instructions

S 9.3 Three Turns to Win Game Board

S 9.4 Money Value Pieces: page 1 of 3

S 10.1 Support Activity 10, Finish with $4, Instructional Considerations

S 10.2 Support Activity 10, Finish with $4, Instructions

S 10.3 Finish with $4 Game Board: page 1 of 2

S 10.4 Finish with $4 Game Board: page 2 of 2

S 11.1 Support Activity 11, Count Down 400, Instructional Considerations

S 11.2 Support Activity 11, Count Down 400, Instructions

S 11.3 Count Down 400

S 11.4 Count Down 400 Spinner

S 12.1 Support Activity 12, Faces of a Solid, Instructional Considerations

S 12.2 Support Activity 12, Faces of a Solid, Instructions

S 12.3 Faces Spinner

S 12.4 Solids Cards

S 13.1 Support Activity 13, Spinning Around Multiplication, Instructional Considerations

S 13.2 Support Activity 13, Spinning Around Multiplication, Instructional Considerations (cont.)

S 13.3 Support Activity 13, Spinning Around Multiplication, Instructions

S 13.4 Spinning Around Multiplication Spinner

S 13.5 Spinning Around Multiplication Record Sheet

S 13.6 Grid Paper

S 14.1 Support Activity 14, Show the Sum, Instructional Considerations

S 14.2 Support Activity 14, Show the Sum, Instructions

S 14.3 Show the Sum Record Sheet

S 15.1 Support Activity 15, Show the Difference, Instructional Considerations

S 15.2 Support Activity 15, Show the Difference, Instructions

S 15.3 Show the Difference Record Sheet

S 16.1 Support Activity 16, What’s Missing? Bingo, Instructional Considerations

S 16.2 Support Activity 16, What’s Missing? Bingo, Instructional Considerations (cont.)

S 16.3 Support Activity 16, What’s Missing? Bingo, Instructions

S 16.4 What’s Missing? Bingo Cards: page 1 of 2

S 16.5 What’s Missing? Bingo Cards: page 2 of 2

S 16.6 What’s Missing? Bingo Boards

S 17.1 Support Activity 17, Ten to Win, Instructional Considerations

S 17.2 Support Activity 17, Ten to Win, Instructions

S 17.3 Support Activity 17, Ten to Win, Instructions (cont.)

S 17.4 Ten to Win Spinner

S 17.5 Ten to Win Game Boards

S 17.6 Small Number Charts

S 18.1 Support Activity 18, Make Zero, Instructional Considerations

S 18.2 Support Activity 18, Make Zero, Instructions

S 18.3 Make Zero Spinner

S 18.4 Make Zero Record Sheet

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Building Computational Fluency Grade 3

2 • Bridges Breakouts

Section 1 Assessments

The฀eight฀assessments฀in฀this฀collection฀are฀designed฀to฀help฀you฀gauge฀how฀your฀students฀are฀doing฀with฀key฀computational฀skills฀throughout฀the฀year.฀Assessment฀1฀is฀a฀constructed฀response฀piece฀in฀which฀students฀solve฀addition฀and฀subtraction฀story฀problems฀using฀pictures,฀numbers,฀and/or฀words.฀This฀assessment฀gives฀you฀information฀about฀students’฀number฀sense,฀their฀under-standing฀of฀whole฀number฀operations,฀and฀how฀they฀use฀computation฀strate-gies฀to฀solve฀problems.฀It฀is฀intended฀for฀use฀at฀the฀beginning฀of฀the฀school฀year,฀although฀you฀can฀use฀it฀any฀time฀that฀best฀suits฀your฀instructional฀needs.Assessments฀2,฀3,฀and฀6฀are฀written฀tests฀of฀students’฀fluency฀with฀addition,฀subtraction,฀and฀multiplication฀facts.฀The฀first฀two฀are฀designed฀to฀be฀admin-istered฀early฀in฀the฀school฀year,฀and฀the฀third฀can฀be฀given฀sometime฀in฀the฀middle฀of฀the฀year฀to฀provide฀baseline฀measures฀of฀students’฀fact฀fluency.฀You฀can฀re-administer฀each฀assessment฀periodically฀to฀gauge฀students’฀develop-ment฀through฀the฀school฀year.฀Alternate฀test฀forms฀and฀class฀checklists฀are฀provided฀with฀each฀of฀these฀assessments฀to฀help฀you฀track฀students’฀progress.฀฀You’ll฀find฀a฀set฀of฀fact฀strategy฀booklets,฀worksheets,฀and฀take-home฀activities฀in฀the฀third฀section฀of฀this฀packet฀designed฀to฀provide฀students฀with฀opportu-nities฀to฀learn฀and฀practice฀addition,฀subtraction,฀and฀multiplication฀strategies.฀Assessments฀4,฀5,฀7฀and฀8฀are฀quarterly฀written฀checkups฀designed฀for฀use฀at฀the฀end฀of฀each฀grading฀period฀to฀support฀teachers฀in฀conferencing฀with฀par-ents฀and฀reporting฀on฀students’฀progress.฀Each฀of฀these฀assessments฀offers฀another฀look฀at฀students’฀proficiency฀with฀basic฀facts฀and฀a฀host฀of฀other฀key฀math฀skills฀typically฀taught฀in฀the฀fall,฀winter,฀and฀spring฀of฀the฀third฀grade฀year.฀These฀assessments฀may฀also฀be฀useful฀to฀resource฀room฀teachers฀and฀others฀working฀with฀below-grade-level฀fourth฀graders.฀

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2 67

– 18

_

51 49 85 38 none of these

Building Computational Fluency Blackline

Assessment 5 page 2 of 3

Kendra paid for a pack of balloons with $3.00 Which group of coins shows how much change Kendra should get back?

juice costs 85¢ Which collection of money will be enough to buy both?

First two pages of Assessment 5

Section 2 Fact Fluency

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H Ten to Win Spinner (Blackline S 17.4, 1 copy cut in half for every 2 pairs of players)

H Ten to Win Game Boards (Blackline S 17.5, a few copies for each pair of players run

back-to-back)

H Small Number Charts (Blackline S 17.6, a few copies run back-to-back per player)

H pencil and paperclip to use as a spinner (1 set for each pair of players)

H 10 red or 10 blue game markers or 10 each of two different kinds of beans, cereal pieces, or

coins to use as game markers (optional)

Instructions for Ten to Win

Building Computational Fluency Blackline S 17.2

board, get 10 each of two different

col-or game markers and assign one colcol-or

to each player (If you’re playing at

home, you can use 2 different kinds of

cereal or beans as markers.) You can

ﬁll in the spaces on the game board

with pencils or crayons instead of

us-ing game markers If you do, you will

not be able to reuse the game board.

spinners and multiplying the two

num-bers The player looks for that product

on the game board and covers it with a

game marker or ﬁlls it in with a color.

spinners, he or she multiplies the two

numbers, ﬁnds the product on the same game board, and covers it with a game marker or marks it with his or her col-

or If that product is already covered, the player loses his or her turn.

Blackline NC S 17.4 Run 1 copy for every 2 pairs of players Cut apart.

Ten to Win Spinner

4 9 5

6 4

9 5

6

X

Blackline NC S 17.5 Run a few copies back-to-back for each pair of players

Ten to Win Game Boards

can draw the array on a small Number Chart to ﬁnd the product.

8

15 6 35 7

Blackline NC S 17.6 Run a few copies back-to-back for each student.

Small Number Charts

Mom I couldn’t remember 8

times 7, so I made an array on the Number Chart I see 35 here, 15 here, and 6 here 35 plus 15 is 50, and then 6 more is 56 So 8 times

7 is 56.

Maria That’s a tricky one I can

always remember 8 times 8 is 64,

so then I just think for 8 times 7, it’s 64 minus 8 That’s 56.

has covered 10 products to win the game.

Support Activity 17 (cont.)

Building Computational Fluency Blackline S 17.3

sessments฀in฀this฀packet,฀you฀can฀use฀them฀as฀a฀set฀of฀additional฀instruction฀resources฀for฀your฀classroom฀even฀if฀you฀choose฀not฀to฀conduct฀the฀assess-ments.฀The฀activities฀can฀be฀used฀by฀educational฀assistants,฀parent฀volun-teers,฀resource฀or฀title฀teachers,฀and฀classroom฀teachers.฀Many฀of฀them฀also฀make฀effective฀homework฀assignments.฀

Although฀the฀Support฀Activities฀have฀been฀designed฀to฀complement฀the฀as-Each฀activity฀includes:

•฀ instructional฀considerations

•฀ playing฀instructions

•฀ blacklines฀for฀game฀components฀if฀needed฀(spinners,฀gameboards,฀and/or฀cards)฀

•฀ record฀sheet฀blacklines฀if฀needed

฀

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Bridges Breakouts • 5

Assessment 1

ASSESSMENT

Overview

Students solve addition and subtraction

story problem using pictures, numbers

and/or words This information is used

to assess students’ strengths with basic

computation in the context of word

problems

Skills & Concepts

H solving addition and subtraction

problems using models and strategies

H identifying and applying the operation

needed for solving a problem

Timing

Early September or any other time of the

year that’s appropriate for your students

You’ll need

H Assessment 1, pages 1 and 2 (pages 11 and 12, class set plus 1 copy of page

11 on a transparency)

H Ten-Strips (page 13, class set)

H game markers or other small counters,

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Max had 5 pencils His mom gave him 8 more.

How many pencils does Max have altogether?

words to show your thinking.

Mrs Johnstone September 29

You’ll฀also฀want฀to฀discuss฀how฀students฀might฀select฀which฀problem฀to฀solve.฀Encourage฀them฀to฀choose฀the฀problem฀that฀is฀just฀right฀for฀them,฀not฀too฀easy฀and฀not฀too฀hard.฀Let฀students฀know฀that฀they’ll฀do฀the฀same฀thing฀on฀the฀second฀sheet฀as฀well.฀Also฀let฀them฀know฀they฀can฀show฀their฀work฀using฀whatever฀combination฀of฀pictures,฀numbers,฀and฀words฀is฀most฀comfortable฀for฀them

Before฀they฀begin฀working,฀tell฀students฀that฀although฀you฀often฀encourage฀them฀to฀work฀with฀others,฀you’d฀like฀everyone฀to฀work฀independently฀on฀this฀task.฀Let฀them฀know,฀however,฀that฀you’ll฀be฀available฀to฀reread฀the฀questions฀for฀anyone฀who’d฀like฀to฀hear฀them฀again

Ask฀students฀to฀begin฀by฀writing฀their฀name฀and฀today’s฀date฀at฀the฀tops฀of฀both฀pages.฀As฀they฀work,฀circulate฀around฀the฀room.฀Feel฀free฀to฀reread฀the฀directions฀or฀word฀problems฀for฀students฀who฀need฀assistance,฀keeping฀in฀mind฀that฀you’re฀not฀assessing฀their฀reading฀levels.฀When฀they฀have฀ﬁn-ished฀their฀work,฀ask฀them฀to฀look฀it฀over฀one฀more฀time.฀Did฀they฀show฀their฀thinking฀in฀a฀clear฀way฀so฀that฀someone฀else฀could฀follow฀along?

Using Information from Assessment 1

Open-ended฀prompts฀provide฀all฀students฀with฀access฀to฀the฀assessment,฀and฀as฀a฀result฀each฀child฀is฀able฀to฀show฀what฀she฀or฀he฀knows฀about฀the฀topic฀at฀hand.฀Students฀select฀the฀prompt฀they฀feel฀is฀at฀their฀independent฀level—not฀too฀hard฀but฀not฀too฀easy.฀Offering฀a฀choice฀also฀motivates฀students฀to฀do฀their฀best฀work

ferred฀modes฀of฀communicating฀mathematical฀ideas.฀Some฀students฀will฀draw฀pictures฀to฀show฀their฀thinking.฀Others฀may฀choose฀to฀write฀number฀sentences,฀and฀still฀others฀may฀choose฀to฀write฀a฀few฀sentences,฀a฀step-by-step฀explanation฀of฀what฀they฀did฀to฀ﬁnd฀the฀solution฀to฀the฀problem.฀All฀three฀ways฀are฀encouraged฀in฀a฀constructed฀response฀assessment

In฀addition฀to฀choosing฀the฀question,฀we฀want฀students฀to฀choose฀their฀pre-The฀ways฀in฀which฀each฀student฀has฀chosen฀to฀express฀his฀or฀her฀thinking฀will฀provide฀you฀with฀insights฀about฀his฀or฀her฀learning฀preferences.฀If฀a฀stu-

Assessment 1 (cont.)

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a complete understanding of the problem.

Identifies the most important elements and shows an understanding of the problem.

Omits a key ment and shows

ele-an incomplete understanding of the problem.

Omits several key elements and misunderstands the problem.

Accuracy Accurate

com-putation and/or problem solving

Extensions are correct.

Computation and/

or problem ing is accurate.

solv-Computation and/

or problem ing has a minor error.

solv-Computation and/or problem solving has major errors.

Presentation Elegant, coherent,

exemplary munication.

Clear and plete explanation.

com-Unclear or plete explanation

incom-Inappropriate or unrelated model.

No explanation given.

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Choose one of the two story problems below Put an X beside the one you choose.

Solve the story problem in the space below Use pictures, numbers, and/or words

to show your thinking.

How many more pencils does she have than Max?

Max has 17 pencils His sister has 31 pencils.

Level Two—BasicMaggie฀chose฀to฀make฀a฀detailed,฀literal฀drawing฀of฀Max’s฀5฀pencils฀and฀the฀8฀more฀his฀mom฀gave฀him.฀Then฀she฀counted฀them฀one฀by฀one.฀When฀Maggie฀solved฀the฀difference฀problem,฀she฀drew฀7฀sticks฀for฀Max฀and฀then฀15฀for฀his฀sister.฀In฀the฀set฀of฀15฀sticks,฀she฀drew฀a฀vertical฀line฀after฀7฀to฀show฀Max’s฀set฀of฀7฀pencils฀and฀then฀counted฀the฀remaining฀sticks฀to฀15.฀This฀shows฀that฀she฀understands฀the฀model฀for฀a฀difference฀problem.฀Her฀work฀is฀very฀well฀orga-nized฀and฀easy฀to฀follow,฀and฀she฀also฀writes฀complete฀sentences฀to฀communi-cate฀her฀answers.฀Maggie’s฀dependency฀on฀one-by-one฀counting฀for฀these฀sim-ple฀probems฀is฀a฀concern,฀although฀she฀accurately฀solves฀addition฀and฀subtrac-tion฀problems฀using฀pictures฀and฀words.฀Maggie฀is฀working฀at฀the฀basic฀level

Maggie

Level Three—ProﬁcientRosa฀chose฀the฀more฀challenging฀addition฀problem฀and฀the฀easier฀subtraction฀problem฀in฀this฀assessment.฀This฀is฀typical฀of฀many฀third฀grade฀students฀at฀the฀beginning฀of฀the฀year.฀She฀used฀the฀traditional฀algorithm฀and฀also฀showed฀her฀ability฀to฀double฀check฀her฀work฀by฀chunking฀15฀+฀15.฀Rosa฀drew฀tallies฀to฀show฀the฀number฀sets฀in฀pictures฀as฀well.฀Rosa฀tried฀to฀use฀the฀algorithm฀for฀the฀subtraction฀problem฀but฀crossed฀it฀out฀when฀she฀couldn’t฀make฀sense฀of฀what฀to฀do.฀Then฀she฀drew฀7฀tallies฀and฀used฀addition฀to฀count฀up฀to฀15฀tal-lies.฀She฀correctly฀identiﬁed฀the฀difference฀as฀8฀and฀recorded฀her฀answer฀un-

Andre

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Rosa

Emma

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In฀Maria’s฀work฀below,฀she฀drew฀a฀picture฀of฀Max฀and฀his฀mom,฀but฀did฀not฀identify฀the฀sum

Maria

gether,฀and฀she฀replied,฀“It’s฀13.”฀When฀asked฀how฀she฀knew฀that฀the฀total฀was฀13,฀she฀volunteered฀that฀she฀turned฀the฀numbers฀around฀because฀5฀+฀8฀is฀the฀same฀as฀8฀+฀5,฀and฀then฀tapped฀her฀foot฀5฀times฀to฀count฀up฀to฀13.฀Although฀we฀want฀her฀to฀move฀away฀from฀one-by-one฀counting,฀we฀can฀see฀that฀Maria฀understands฀the฀commutative฀property฀of฀addition,฀a฀big฀idea฀that’s฀key฀to฀computational฀ﬂuency.฀She฀also฀understands฀that฀it฀is฀more฀efﬁcient฀to฀begin฀counting฀on฀from฀the฀larger฀number฀(8)

When฀we฀interviewed฀her,฀we฀asked฀her฀how฀many฀pencils฀Max฀had฀alto-When฀asked฀how฀another฀person฀would฀know฀her฀answer,฀Maria฀said,฀“Oh,฀I’ll฀write฀13฀pencils฀now,”฀and฀she฀did฀(see฀her฀work฀above).฀Maria฀knew฀the฀answer฀but฀did฀not฀completely฀communicate฀her฀thinking฀in฀writing.฀By฀in-terviewing฀students฀like฀Maria,฀you฀can฀encourage฀them฀to฀correct฀their฀work฀and฀ﬁnd฀out฀what฀they฀really฀know฀and฀can฀do

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NAME DATE

Bridges Breakouts ฀ 11

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NAME DATE

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14 Bridges Breakouts

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Bridges Breakouts ฀15

Assessment 2

ASSESSMENT

Overview

Students are given up to 3 minutes to take

a 30-problem addition facts test, working

with sums to 20

Skills & Concepts

H฀fluency with addition facts to 20

21, 1 copy, optional)H฀clock or watch with a second hand

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16 ฀Bridges Breakouts

Ask฀students฀to฀write฀their฀names฀and฀the฀date฀at฀the฀top฀of฀the฀page.฀Explain฀that฀they’ll฀have฀3฀minutes฀to฀complete฀as฀much฀of฀the฀page฀as฀possible.฀Let฀them฀know฀that฀they’ll฀have฀to฀work฀quickly฀and฀that฀they฀may฀want฀to฀skip฀around฀to฀facts฀they฀know฀and฀then฀come฀back฀to฀the฀ones฀that฀are฀challeng-ing.฀Remind฀them฀that฀when฀they’ve฀ﬁnished,฀they฀should฀wait฀quietly฀until฀everyone฀else฀has฀ﬁnished฀too

Let฀students฀know฀when฀they฀can฀begin.฀(They฀will฀all฀need฀to฀begin฀at฀the฀same฀time.)฀You’ll฀have฀to฀watch฀the฀clock฀as฀they฀go,฀so฀pick฀a฀starting฀point฀that’s฀easy฀to฀remember,฀like฀when฀the฀second฀hand฀is฀on฀the฀12฀or฀the฀6.฀Re-cord฀the฀elapsed฀time฀in฀increments฀of฀10฀seconds฀on฀either฀the฀whiteboard฀or฀overhead;฀recording฀the฀times฀on฀the฀overhead฀allows฀you฀to฀watch฀how฀students฀are฀working฀(e.g.,฀on฀their฀ﬁngers,฀tapping฀their฀feet,฀etc.).฀When฀stu-dents฀are฀done,฀they฀can฀look฀at฀the฀board฀or฀overhead฀and฀record฀the฀elapsed฀time฀in฀minutes฀and฀seconds฀on฀their฀page

When฀the฀last฀student฀has฀ﬁnished,฀or฀3฀minutes฀have฀gone฀by,฀collect฀all฀their฀papers.฀Check฀students’฀work฀later฀for฀accuracy฀and฀share฀the฀results฀with฀students฀as฀needed.฀Use฀this฀information฀to฀set฀reasonable฀goals฀that฀will฀help฀your฀students฀achieve฀ﬂuency

As฀you฀look฀over฀students’฀work,฀you฀may฀want฀to฀use฀the฀Addition฀Facts฀Class฀Checklist฀to฀record฀notes฀about฀what฀kinds฀of฀facts฀students฀have฀mastered฀and฀which฀ones฀remain฀challenging.฀The฀results฀will฀help฀you฀monitor฀their฀growth฀so฀far฀this฀year฀and฀plan฀your฀instruction฀to฀meet฀their฀evolving฀needs.฀

Run฀a฀copy฀of฀the฀Solving฀Addition฀Facts฀Booklet฀on฀pages฀65–76฀if฀you฀need฀to฀

review฀the฀different฀kinds฀of฀facts฀listed฀on฀this฀checklist

Building Computational Fluency Blackline Run 1 copy to record class results.

Addition Facts Class Checklist

or eZ

st ca F +(0oC itn gOn (+ ,1+ ,2+ 3 ) D

b sel e(g.

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Student Names L Comments

v

฀

Note฀฀You฀may฀notice฀that฀some฀third฀graders฀occasionally฀write฀a฀numeral฀back-wards.฀Don’t฀deduct฀points฀for฀this,฀but฀it฀would฀be฀a฀good฀idea฀to฀practice฀number฀ writing฀with฀those฀students฀at฀a฀later฀time.

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18 ฀Bridges Breakouts

SUPPORT ACTIVITIES

sign฀Support฀Activities฀for฀children฀to฀work฀on฀at฀school฀or฀at฀home.฀Although฀there฀are฀18฀Support฀Activities฀in฀the฀third฀section฀of฀this฀packet,฀the฀ones฀listed฀below฀are฀particularly฀relevant฀to฀the฀items฀you฀just฀tested.฀

After฀reviewing฀students’฀responses฀to฀the฀items฀on฀this฀checkup,฀you฀can฀as-SUPPORT ACTIVITIES

Activity 1 Doubles Spin Basic Addition Facts: Doubles Activity 2 Spinning Around Addition Strategies for Basic Addition Activity 3 Triple Spin & Add Basic Addition with Multiple Addends Activity 4 Sorting Addition Facts Strategies for Addition Facts

You฀may฀also฀want฀to฀use฀some฀of฀the฀worksheets฀in฀the฀Fact฀Fluency฀section฀(pages฀63–170)฀to฀help฀support฀students฀who฀need฀more฀work฀with฀addition฀facts.฀฀

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NAME DATE

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NAME DATE

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NAME DATE

Building Computational Fluency Blackline Run 1 copy to record class results.

Addition Facts Class Checklist

Zero

Facts (+0)

Coun

ting

On

( +1, + 2, +

) D

ubles

(e.g., 6 + 6 )

Nei

ghb

ors

(e.g., 6 +

7)

Mak

e Ten

)

Fast

Nin

es (+9) Leftov

er

Facts

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22 nn Bridges Breakouts

22 Bridges Breakouts

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Bridges Breakouts 23

Assessment 3

ASSESSMENT

Overview

Students are given 3 minutes to

com-plete a 30-problem subtraction fluency

checkup

Skills & Concepts

H฀using strategies to demonstrate

flu-ency with subtraction facts with

minu-ends to 20

H฀using the relationship between

addi-tion and subtracaddi-tion to solve problems

H฀Subtraction Facts Class Checklist (page

30, 1 copy)H฀clock or watch with a second hand

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24 Bridges Breakouts

As฀you฀look฀over฀students’฀work,฀you฀may฀want฀to฀use฀the฀Subtraction฀Facts฀Checklist฀to฀record฀notes฀about฀what฀kinds฀of฀facts฀students฀have฀mastered฀and฀which฀ones฀remain฀challenging.฀The฀results฀will฀help฀you฀monitor฀their฀growth฀and฀plan฀your฀instruction฀to฀best฀meet฀their฀current฀needs.฀Run฀a฀

copy฀of฀the฀Solving฀Subtraction฀Facts฀Booklet฀on฀pages฀79–90฀if฀you฀need฀to฀re-view฀the฀kinds฀of฀facts฀listed฀on฀this฀checklist

1.฀Time฀฀How฀much฀time฀did฀it฀take฀the฀child฀to฀complete฀the฀sheet?฀If฀he฀

didn’t฀ﬁnish฀the฀sheet,฀how฀much฀of฀it฀was฀he฀able฀to฀complete?฀Students฀who฀can฀complete฀the฀sheet฀in฀a฀minute฀and฀a฀half฀or฀less฀(no฀more฀than฀3฀sec-onds฀per฀fact)฀are฀considered฀to฀have฀achieved฀mastery

2.฀Approach฀฀What฀was฀the฀child’s฀approach฀to฀completing฀the฀problems?฀

Did฀she฀complete฀the฀ones฀she฀knew฀ﬁrst฀and฀then฀come฀back฀to฀those฀that฀were฀challenging?฀Did฀she฀complete฀them฀in฀order฀from฀left฀to฀right฀or฀top฀to฀bottom,฀or฀was฀her฀approach฀random?

3.฀Completed฀Facts฀฀Which฀facts฀did฀the฀child฀complete?฀Did฀he฀complete฀

all฀the฀zero,฀counting฀back,฀half,฀or฀doubles฀facts?฀Which฀kinds฀of฀facts฀seem฀more฀challenging฀than฀others?฀The฀up฀to฀ten฀and฀leftover฀subtraction฀facts฀are฀likely฀to฀be฀the฀most฀difﬁcult฀for฀most฀students.฀Some฀third฀graders฀also฀begin฀to฀confuse฀the฀relationships฀0฀and฀1฀have฀in฀addition,฀subtraction,฀mul-tiplication,฀and฀division.฀You฀may฀need฀to฀review฀these฀facts฀periodically.In฀looking฀over฀their฀work฀as฀a฀group,฀you’ll฀want฀to฀identify:

•฀ lems฀with฀only฀1฀or฀2฀errors฀in฀under฀a฀minute฀and฀a฀half,

students฀who฀are฀computationally฀ﬂuent฀and฀have฀completed฀all฀30฀prob-•฀ students฀who฀have฀completed฀30฀problems฀in฀about฀3฀minutes฀with฀minor฀errors,฀usually฀facts฀with฀differences฀between฀10฀and฀20,

•฀ and฀students฀who฀are฀unfamiliar฀with฀subtraction฀computation฀strategies฀and฀needed฀more฀than฀3฀minutes฀to฀complete฀the฀problems฀and/or฀have฀multiple฀errors

To฀get฀more฀information,฀you฀may฀ﬁnd฀that฀it’s฀helpful฀to฀interview฀students฀who฀seem฀to฀be฀lagging฀behind฀with฀their฀subtraction฀facts

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Activity 5 Make Half Basic Subtraction Facts: Half Facts

Activity 6 Spinning Around Subtraction Strategies for Basic Subtraction

You฀may฀also฀want฀to฀use฀some฀of฀the฀worksheets฀in฀the฀Fact฀Fluency฀section฀

(pages฀63–170)฀to฀help฀support฀students฀who฀need฀more฀work฀with฀subtrac-tion฀facts.฀฀

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26 Bridges Breakouts

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NAME DATE

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NAME DATE

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Back

Doubles (e.g., 4 – 4 = 0)Neighbors

(e.g.,

5 – 4 =

Half Facts (e.g., 4 – 2 = 2) Take Away Tens (–10)Run Away Ones (e.g., 16 – 6 = 10)

Up to 10 (e.g., 15 – 8 = 7)Leftovers

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This assessment can be used to test key

math skills toward the end of the first

reporting period

Timing

Toward the end of your first reporting

period (late October/early November)

Skills & Concepts

H demonstrating fluency with addition

and subtraction facts with sums and

minuends to 20

H extending numeric patterns

H selecting the most appropriate tool to

measure a specified item

H determining elapsed time in minutes

You’ll need

H Assessment 4, pages 1 and 2 (pages

33 and 34, class set)

H Assessment 4 Class Checklist (page

35, Run as many copies as you need

to record the results for your whole class.)

H Ten-Strips (page 13, class set)

H real or plastic coins available

H student clocks available

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Activity 1 Doubles Spin Basic Addition Facts: Doubles Activity 2 Spinning Around Addition Strategies for Basic Addition Activity 3 Triple Spin & Add Basic Addition with Multiple Addends Activity 4 Sorting Addition Facts Strategies for Addition Facts

Activity 5 Make Half Basic Subtraction Facts: Half Facts Activity 6 Spinning Around Subtraction Strategies for Basic Subtraction

We฀recommend฀creating฀a฀packet฀that฀contains฀the฀instructions,฀instructional฀considerations,฀and฀materials฀for฀these฀Support฀Activities.฀That฀way,฀you฀can฀simply฀provide฀a฀helper฀or฀instructional฀assistant฀with฀the฀packet฀and฀assign฀speciﬁc฀activities฀in฀the฀packet฀for฀children฀who฀need฀extended฀practice.฀If฀you’d฀like฀to฀send฀an฀activity฀home฀with฀a฀child฀in฀need฀of฀more฀practice,฀sim-ply฀run฀a฀copy฀of฀the฀instructions฀and฀materials

Tiêu đề	Building Computational Fluency, Grade 3
Tác giả	Pia Hansen Powell, Barbara Blanke
Trường học	The Math Learning Center
Chuyên ngành	Mathematics
Thể loại	giáo trình
Năm xuất bản	2007
Thành phố	Salem

Định dạng
Số trang	276
Dung lượng	7,64 MB